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COMMON VOCABULARY  Text: Anything students are asked to read, including articles, internet sites, books, magazines, journals, etc.  Authentic reading and writing: the reading and writing connected to a particular discipline and the real world  Disciplinary Literacy: the focus on the types of reading, writing, thinking, speaking and listening in various disciplines.  Common Core State Standards (CCSS): national standards adopted by WI on June 2,

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B EGIN WITH THE T EXT  Teach “THE REAL THING”  Select AUTHENTIC TEXTS used in your field  Authentic Texts increase students' motivation for learning, and expose them to 'real' language and problems in the field of study. Make a list of authentic texts used in your discipline. 7

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T EXT R ESOURCES  BadgerLink (www.badgerlink.net/) (Create Login)www.badgerlink.net/  “Article of the Week” (www.kellygallagher.org)www.kellygallagher.org  Time Magazine (http://www.time.com/time/)http://www.time.com/time/  The Week Magazine (http://theweek.com/)http://theweek.com/  The New Yorker (http://www.newyorker.com/)http://www.newyorker.com/  The New York Times (http://www.nytimes.com/)http://www.nytimes.com/ 8 NEED MORE TEXT SOURCES? TRY ONE OF THE FOLLOWING SITES… PICK 2 TO INVESTIGATE AND REPORT BACK TO GROUP.

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I T ’ S M ORE T HAN R EADING — IT ’ S T HINKING ! You can find a list of Kelly Gallagher’s “Articles of the Week” at /resources/articles.html. /resources/articles.html There are many articles relevant to multiple disciplines. We will use several today to practice classroom strategies. 9

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G ET S TUDENTS T HINKING  Students must INTERACT with the text, not just passively read and answer questions  Are QUESTIONS you ask fact based/simple recall, or do they advance up “Revised” Bloom’s Taxonomy to get students thinking at higher levels? (See Revised Blooms HO)  Are your student tasks useful, authentic, and rigorous? Are they tasks experts in your field do on a regular basis? 10

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R EVISED B LOOM ’ S T AXONOMY 11

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S UPPORTING S TRUGGLING R EADERS  Teach one text with support (Model) Most textbooks are written at least 2 grade levels above where they are taught.  Offer choices of text that relate to the same topic Text Selection is extremely important. Differing the levels of the text honors ALL learners. Select high, medium, and low-leveled reading material. The Lexile framework is a common leveling formula to guide teachers with text selection. (Flesch-Kincaid grade level formula may also be used for an informal tool.) 12 Tell your neighbor something you are good at doing… How did you improve your skills?

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W HAT IS A L EXILE ?  Measurement of text difficulty  Primarily based on word syllables & sentence length, Lexiles are assigned numbers to text than can be compared to grade level expectations  Students are expected to be at 1200L when they graduate  13

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2. G ENERATING Q UESTIONS  Self questioning is an attribute of independent learners. Students need to be taught to pose good questions themselves rather than finding answers to questions others pose.  Readers use questions to focus their attention on ideas and events, and then generate new questions.  K-W-L (or K-W-H-L) p

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G ENERATING Q UESTIONS … “N EW O BESITY C AMPAIGNS ” (K-W-L helps activate prior knowledge, generate questions & organize what they learn)  Use K-W-L chart – What do you know about the obesity campaigns? (If there’s no knowledge, preview text)  What do you want to know? (Use Text Frames p to generate new types of questions)  Read the article. (Using a highlighter, note the words, phrases, or portions of the article that you connect to or are confusing to you)  Return back to K-W-L chart – Note true/false in K, Add to W  Complete the last column – What did I learn 20 Page 107

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3. C REATING M ENTAL I MAGES  Proficient readers use visual, auditory and other sensory connections to bring the text to life.  Teaching students to create mental images helps them visualize what is being suggested, connects the reading to background knowledge, assists in processing information, and enhances vocabulary. Mental Imaging is a form of inference.  Mind Mapping p

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M IND MAPPING – N EW O BESITY C AMPAIGNS  Continue using the article “New Obesity Campaigns Have It All Wrong” for mind mapping.  A visual representation helps students connect “bits” of information to the larger picture.  Label the center of the map. Identify the key facts/points of the author and place on the “Spider Map”.  This is a helpful strategy with text that have several points of view or a variety of information. 22 Page 118

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4. M AKING I NFERENCES  Inference is the heart of the comprehension process. When readers apply the skills of inference and prediction, they are able to reach a deeper meaning from their reading and have a greater appreciation of writing.  Inference is just a big word that means a conclusion or judgment. You “Infer” that something will happen by making an educated guess.  Text Coding p

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6. S YNTHESIZING U NDERSTANDING  Synthesizing allows a student to make a generalization, create an interpretation, draw a conclusion & develop an explanation.  A necessary step to summarizing is asking students to PERSONALIZE THE INFO - retell, restate and /or paraphrase “in their own words” using both speaking and writing.  Quick Writes p

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S YNTHESIZING – N EW O BESITY C AMPAIGN  Quick writes allow students an allocated period of time to quickly gather their thoughts and do informal writing (that is not polished or edited).  Writing is timed and usually lasts about one minute.  Prompts are provided by the teacher and are essential to the process, as they jumpstart thinking and provide focus. Prompts can be open ended or specific.  Requests to respond to quotes, verses and vocabulary can be introduced in the quick write. 29 Page 141

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S TRATEGIES FROM THE CCSS A UTHORS  Split grade-level reading passages into smaller, meaningful chunks  Reduce the total number of passages read and/or the length of the passages.  Locate “hint boxes” near items that remind students of definitions or appropriate/useful strategies (e.g., “go back and re-read this section before you answer”).  Reduce language load/simplify language in the question stems.  Substitute more familiar words in question stems and distracters if that is not the vocabulary /construct being assessed. 30

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S TRATEGIES FROM THE CCSS A UTHORS  Provide consistent icons and phrasing of question stems throughout the test.  Use bulleted lists and increased white space in place of longer dense texts.  Color coding to help students to organize information.  Provide sub-questions to break up multi-step tasks.  Place inferential and analysis questions after literal questions have been asked.  Provide graphic organizers to help students organize information before answering more complex questions 31